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Voss, Sarah; Kruse, Jerrid; Kent-Schneider, Isaiah – Research in Science Education, 2022
Explicit-reflective nature of science (NOS) instruction has demonstrated a positive impact on student learning. Although explicit-reflective NOS instruction often consists of questions that draw students' attention to NOS ideas, there are few recommendations in the science education literature about how the form of these questions might inform NOS…
Descriptors: Scientific Principles, Science Education, Science Instruction, Scientific Methodology
Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Research in Science Education, 2022
While the importance of explicit and reflective NOS instruction is clear in the literature, questions remain about how to enact such instruction. That is, literature is sometimes unclear in defining how to enact explicit and reflective NOS instruction. While some authors recommend using questions (e.g., Clough 2007) to enact effective NOS…
Descriptors: Scientific Principles, Science Instruction, Grade 6, Student Reaction
Peer reviewed
Segal, Gilda – Research in Science Education, 1997
Contrasts naive beliefs about the nature of science with science as it appears from sociological and philosophical study, feminist critique, and insights from multicultural education. Pragmatic school science is situated within a framework that questions how we know and the recognition that even high-status knowledge can be challenged. (AIM)
Descriptors: Educational Change, Higher Education, Learning Processes, Questioning Techniques